Mathematics Enhancement Programme
Misconceptions in Mathematics: Misconception 2
2: Multiplication can Increase or Decrease a Number
Question: Does multiplication always increase a number?
Misconception
Correct
Yes it does; take the number 8, for
example:
No – it increases a number only under
certain conditions.
Multiplying any positive number by a
whole number greater than 1 will always
increase its value – see the example
2 × 8 = 16
3 × 8 = 24
4 × 8 = 32
opposite; but consider
etc.
1
× 8 = 4 ; here the number 8 is reduced.
2
In each it is getting larger, so, yes,
multiplication clearly increases a
number.
0
4
⇓
1
2 ×8
numbers
smaller
than 8
8
12
16
⇓
2 ×8
20
24
28
⇓
3×8
32
⇓
4×8
numbers
larger
than 8
Further Explanation
So, multiplying can have a reducing effect when multiplying a positive number by a fraction
which is less than one. But this can still be confusing. While we accept the above, the
concept of 'a number times 8' continues to be perceived as an increase. How then can we
attach a meaning to
1
× 8 so that this will be perceived as decreasing?
2
When multiplying by a whole positive number, e.g. 6 times 5, we understand this as being
5 added over and over again, how ever many times – six times in this example. But this
interpretation of times does not quite work with fractions. If we ask how many times, the
answer is "not quite once".
Again we need to put the term multiplying into a context with which we can identify, and
which will then make the situation meaningful.
We want to buy 30 roses which are sold in bunches of 5, so we ask for "6 of the 5-rose
bunches". In this way, the word times also often means of. If we try using the word of
when times appears to have an unclear meaning, we get
Indeed we know what
© CIMT, University of Exeter
1
of 8 means – namely 4.
2
1
1
1
of 8 rather than
times 8.
2
2
Mathematics Enhancement Programme
Misconceptions in Mathematics: Misconception 2
So, by using of instead of times we are able to understand the concept of multiplying by a
fraction and how this can have a reducing effect when the fraction is smaller than 1.
This also helps us to understand how we multiply by a fraction, and why the method works:
the 4 which results from
1
1
× 8 (or
of 8) can be reached by dividing 8 by 2;
2
2
similarly, the 5 which results from
1
1
× 15 (or of 15), (or a third of fifteen) can be
3
3
reached by dividing 15 by 3.
Generalising this result gives:
1
n
× n is the same as
d
d
Negative numbers
When your bank balance is +4 pounds you have £4.
When your bank balance is –4 pounds you owe £4.
Owing is the opposite of having, so we find that we can associate the concept of 'minus'
with '(the) opposite (of)'. This also works in reverse.
Thus, ( −4) × 8 means "owing £4, eight times over" or "owing £32" which is −£32 .
Now −32 is smaller than 8, so we have illustrated another case where multiplying has a
reducing effect, i.e. when multiplying by a negative number.
Note that, using the method shown above, it follows that −1 × 8 = − 8 , and vice versa.
© CIMT, University of Exeter
2
Mathematics Enhancement Programme
Misconceptions in Mathematics: Misconception 2
Follow-up Exercises
1.
Calculate:
(a)
2.
(b)
2×6
(c)
1
×6
2
(b)
1
× 20
5
(c)
1
× 18
3
(d)
1
×6
3
Calculate:
(a)
3.
1×6
1
× 12
4
Are the following statements:
sometimes false
and
sometimes true
always true
always false
(a)
Multiplication of a positive number by a number greater than 1 always increases
the number.
(b)
Multiplication of a positive number by a positive number between 0 and 1 always
increases the number.
(c)
Multiplication of a negative number by a positive number always increases the first number.
Answers
1.
(a)
6
(b)
12
(c)
3
(d)
2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
⇓
1× 6
⇓
1
×6
3
⇓
2×6
⇓
1
×6
2
2.
(a)
3
(b)
4
(c)
6
3.
(a)
Always true
(b)
Always false, as multiplication of a positive number by a number between 0
and 1 will always reduce the number. (e.g.
(c)
1
× 12 = 6 ,
2
1
× 12 = 4 , etc.)
3
Sometimes false and sometimes true; e.g. for the number – 8, 2 × ( − 8) = − 16,
so the number is decreased, whereas the number increases in the example below:
1
× ( − 8) = − 4
2
© CIMT, University of Exeter
3